Escribir en la universidad: ¿nos entendemos?

Mariona Corcelles, Àngels Oliva, Montserrat Castelló, Marta Milian

Producció científica: Article en revista indexadaArticleAvaluat per experts

14 Cites (Scopus)


This study seeks to analyse the characteristics and functions that students and faculty attribute to written genres in Spanish universities, to what extent these representations are shared by both groups, and how they contribute to the construction of disciplinary knowledge in Spanish higher education. Accordingly, we classified students' and teachers' responses into 12 genre families grouped into five functions: Disciplinary Knowledge (DK), Critical Analysis (AC), Personal Reflection (PR), Research (R) and Professional Practice (PP). In terms of functions, demonstration of disciplinary knowledge appeared as the most frequently mentioned goal for both groups, whereas the genres targeted at research were the least frequent ones, along with the genres used for personal reflection. The most common genre family for both groups was Explanation, which was linked to demonstration of knowledge acquired in the discipline.

Títol traduït de la contribucióWriting at university: Are we on the same page?
Idioma originalCastellà
Pàgines (de-a)534-568
Nombre de pàgines35
RevistaCultura y Educacion
Estat de la publicacióPublicada - 2015


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